Pre-service English teachers’ perceptions of artificial intelligence as pedagogical support during teaching practicum across educational level and frequency of AI use

Abstrak

Pre-service English teachers (PSETs) perceive artificial intelligence (AI) as pedagogical support potentially helping them manage cognitive load during teaching practicum. However, differences in their perceptions of AI use based on educational level and frequency of use remain understudied. Guided by Cognitive Load Theory (CLT) as theoretical lens, this comparative quantitative study involved 105 PSETs completing two months of teaching practicum in Indonesia. Data were collected using a four-point Likert-scale questionnaire with four dimensions: Perceived Utility and Effectiveness in Classroom Practice (PUECP), Readiness and Confidence in Practical Use (RCPU), Role of AI in Student Engagement and Inclusivity (RASEI), and Concerns and Challenges Experienced in Practicum (CCEP). Kruskal–Wallis test results revealed no significant differences based on educational level across all dimensions while significant differences based on frequency of AI use were found in the PUECP, RCPU, and RASEI dimensions, particularly between low and high AI usage groups, but not in the CCEP dimension. These findings suggest that higher frequencies of AI use are associated with positive perceptions regarding the usefulness of AI, readiness and confidence in using AI, and role of AI in enhancing student engagement and inclusivity. The findings highlight the importance of integrating AI literacy into teacher education programs.

Identifier

• OpenAlex: https://openalex.org/W7167924953
• DOI: https://doi.org/10.1080/2331186x.2026.2699474